FLASHING INTO A CHILD’S MIND: THE EDUCATIONAL IMPACT OF

CHILDREN’S MULTIMEDIA ON LEARNER SATISFACTION

by

CARLA PASCHKE

B.S., Technical Communication, Mercer University

JENNIFER PASCHKE

B.S., Technical Communication, Mercer University

An Engineering Honors Project Report Submitted to the

Mercer University School of Engineering

MACON, GA

2005

FLASHING INTO A CHILD’S MIND: THE EDUCATIONAL IMPACT OF

CHILDREN’S MULTIMEDIA ON LEARNER SATISFACTION

by

CARLA PASCHKE

JENNIFER PASCHKE

Approved:

Date Project Advisor Date M. Dayne Aldridge, Dean, School of Engineering

TABLE OF CONTENTS

page

ACKNOWLEDGEMENTS .............................................................................................. iii LIST OF TABLES............................................................................................................. iv LIST OF FIGURES ........................................................................................................... iv ABSTRACT.........................................................................................................................v CHAPTERS 1 INTRODUCTION AND LITERATURE REVIEW ...............................................1 1.1 Introduction........................................................................................................1 1.2 Literature Review...............................................................................................2 1.2.1 Problem: Disinterest in Learning ........................................................2 1.2.2 Combating Disinterest Within the Classroom Through Motivation...3 1.2.3 Computer Games Foster Motivation to Learn ....................................4 1.2.4 Current Research Gap .........................................................................5 2 PROJECT BACKGROUND ...................................................................................6 2.1 Mercer University School of Engineering Honors Program..............................6 2.2 Project Goal .......................................................................................................6 2.3 Project Objectives ..............................................................................................7 3 METHODS ..............................................................................................................8 3.1 Creation of Testing Materials ............................................................................8 3.1.1 Creation of Educational Computer Game...........................................8 3.1.2 Creation of Educational Worksheet ..................................................12 3.2 Institutional Review Board ..............................................................................13 3.3 Participants.......................................................................................................14 3.4 Surveys.............................................................................................................15 3.5 Procedure .........................................................................................................16 4 RESULTS AND DISCUSSION............................................................................18 4.1 Results..............................................................................................................18 4.2 Discussion ........................................................................................................20 4.2.1 Discussion of Results........................................................................20 4.2.2 Sources of Possible Error..................................................................20

4.2.3 Areas for Future Research ................................................................21 5 CONCLUSION AND RECOMMENDATIONS ..................................................23 5.1 Project Summary..............................................................................................23 5.2 Conclusion and Recommendations..................................................................23 APPENDICES A TESTING MATERIAL: MATH WORKSHEET..................................................24 B TEST SUBJECT PARENTAL PERMISSION SLIP ............................................25 C TEST SUBJECT ORAL ASSENT SCRIPT .........................................................26 D SURVEY FOR EDUCATIONAL GAME PARTICIPANTS ...............................27 E SURVEY FOR EDUCATIONAL WORKSHEET PARTICIPANTS ..................28 REFERENCES ..................................................................................................................29

ACKNOWLEDGEMENTS

Reflecting over the past three years, we would like to thank each person who has assisted

us in the Mercer University School of Engineering Honors Program and specifically with

our study of children’s multimedia and its affects on learner satisfaction rates. We would

particularly like to acknowledge the teachers and students at Montessori of Macon for

their willingness to participate in our study. Additionally, we would like to recognize Dr.

Helen Grady and Dean M. Dayne Aldridge for providing continual support and assistance

throughout each stage of this project.

iii

LIST OF TABLES

page

TABLES 1 SATISFACTION RESPONSE SCALE ................................................................19 2 SATISFACTION SCORES OF WORKSHEET PARTICIPANTS......................20 3 SATISFACTION SCORES OF COMPUTER GAME PARTICIPANTS ............20

LIST OF FIGURES

page

FIGURES 1 USING THE MAGIC SPELL TRANSFORMS THE WIZARD INTO A

FLOWER ...............................................................................................................10 2 DISTRIBUTION OF 22 PARTICIPANTS BY GENDER ...................................15 3 DISTRIBUTION OF 22 PARTICPANTS BY AGE.............................................15

iv

ABSTRACT

CARLA PASCHKE JENNIFER PASCHKE Flashing into a Child’s Mind: The Educational Impact of Children’s Multimedia on Learner Satisfaction (Under the direction of HELEN GRADY)

This study explores the relationship between the learner satisfaction rates of

elementary school children and the medium by which they learn. Twenty-two children

between the ages of six and nine who attend Montessori of Macon participated in the

study evaluating the impact the use of technology has on overall experience satisfaction

rates. These participants were chosen through a convenience sampling method. The data

was collected using a four-point Likert scale. The results were then found by assessing

each participant’s satisfaction score for use of a worksheet and of an educational game.

The results of the study show a positive correlation between the use of educational

multimedia in the classroom and the increase of learner satisfaction rates. The meanings

and implications of these results are discussed.

v

CHAPTER 1

INTRODUCTION AND LITERATURE REVIEW

1.1 Introduction

The activities in which children participate during their lower elementary years play

a significant role in shaping the ways children perceive learning and respond to stimuli.

These years are marked by considerable cognitive and social development and form a

foundation for children’s future tendencies and attitudes toward learning. Thus, positive

learning experiences as young children tend to result in positive learning experiences in

upper primary, secondary, and postsecondary institutions [1].

However, positive learning experiences are quickly being replaced by disinterest in

the classroom, leaving educators the task of generating interest in studies among an

unreceptive audience. Current studies have revealed efforts to reinvigorate high school

students’ desires to learn by incorporating technology into the curriculums. Less, though,

has been done to combat the source of the problem—a lack on interest in learning within

early elementary classrooms.

Therefore, it is necessary to explore how to raise interest levels early in a child’s

educational experience and more specifically how to motivate children to want to learn.

By increasing children’s satisfaction rates regarding learning, the likelihood children will

want to participate in future learning activities will increase as well. Given the

technological savvy of young children, technology poses as a possible motivator. We

hypothesize that children’s satisfaction rates following completion of an educational

1

computer game will be higher than those of children completing a worksheet, a more

traditional medium.

The following report presents our research regarding the satisfaction rates of

learning experiences when children interact with technology compared with those

resulting from experiences with traditional learning methods. A literature review

introduces current research and the subsequent need for our study. A summary of the

project follows including our project goal and objectives. The “Methods” section details

the development of our testing products and procedures. Finally, we discuss our results

and their implications on children’s preferred method of learning.

1.2 Literature Review

1.2.1 Problem: Disinterest in Learning

Upon entering school, children’s interest levels in learning significantly decrease.

Children no longer ask questions nor do they exhibit the unquenchable thirst for

knowledge present during their preschool years. Disinterest in learning increases as

students age and as the environments in which they learn change [2]. This disinterest is

evidenced by the number of students dropping out of school before graduation. Among

persons 16-24 years old, 10.7% drop out before graduating from high school [3]. Equally

significant is the number of students physically present in the classroom who “fail to

invest themselves fully in the experience of learning” [2].

Disinterest in learning has resulted in poor performance in classrooms as well as on

national tests. “Since the 1970s, assessments of U.S. students have indicated that their

mathematical proficiency is well below what is needed to remain competitive in a global

economy” [4]. Studies conducted in reading and writing produce similar results. A 1994

2

National Assessment for Educational Progress revealed that nearly three quarters of the

nation’s fourth graders cannot meet the criteria for proficiency in reading set for their

grade [1]. The results from 2003 of the same assessment found no significant difference

[5]. Such studies have resulted in a growing awareness of the need to restructure learning

strategies. Of particular note are strategies targeting children early in their school

experiences. A 1996 Report of the Carnegie Task Force on Learning in the Primary

Grades identifies the years from three to ten as the time period that will have the greatest

impact on a child’s long-term learning capacity and development. The study further

attests to the lack of interest in learning in United States elementary schools and the

subsequent general level of underachievement present.

1.2.2 Combating Disinterest Within the Classroom Through Motivation

To understand how to combat disinterest in the classroom, motivators of learning

must be examined. According to motivational theory research, motivation to learn

increases when students are given control over aspects of their learning. Control over a

task leads students to experience positive feelings toward that task, thereby increasing

their desire to repeat the task and facilitating learning through repetition [6]. Learner

control is present when students are able to “[exercise] choice and discretion over the

sequence, pace, and amount of information they can process” [6]. Such individualized

control is difficult to achieve in large classrooms when using traditional learning

strategies; however, the benefits of learner control demand alternative learning strategies

be examined. Students given control over aspects of their learning experience not only

show greater interest in the subject matter, but they also demonstrate more trust in other

3

people, higher self-esteem, and greater persistence [6]. Control, therefore, fosters

positive performances in the classroom as well as positive traits within students.

While control increases enjoyment by student learners, the level of fun children

associate with specific tasks also contributes to students’ motivation to learn. Educators

have long recognized the need for students to have positive attitudes about learning, and

such attitudes are achieved when students enjoy the tasks in which they engage [7].

Learning outcomes can be improved by discovering tasks children enjoy and embedding

learning in those scenarios [8]. Thus, a strong correlation exists between the enjoyment

of learning and effectiveness of learning.

1.2.3. Computer Games Foster Motivation to Learn

Computer games are a possible solution to combating disinterest in the classroom as

the use of games increases the level of interactivity within learning materials.

Interactivity stimulates users’ engagement while meeting an increasing demand for

opportunities to apply knowledge within a virtual world [8]. Furthermore, interactive

technology combines practicality, flexibility, and excitement to give students greater

control over their learning—control previously lacking in traditional learning materials

[9]. In a study sponsored by the Centre for British Teachers (CfBT), primary school

students were interviewed about their perceptions about interactivity and in particular

interactive whiteboards (IWBs). Students were very enthusiastic about the presence of

IWBs in the classrooms, especially the devices’ versatility, multimedia capabilities, and

the fun and enjoyment they brought to learning [10]. Thus, interactivity registers

positively with students, providing them with greater motivation to learn.

4

Computer games further fit into a paradigm of fun children possess. Within this

context, games transform otherwise undesirable tasks into enjoyable experiences. For

example, a computer game DiaBetNet was created to motivate children suffering from

diabetes to keep better track of their blood sugar. The software, which is installed on

handheld computers, challenges users to predict their glucose levels. Points are awarded

when their predictions are correct. Researchers found children increased the number of

times they checked their blood sugar when playing the game, thereby decreasing the

number of episodes of hyperglycemia (excess blood sugar) [11]. Similarly, technology

can be used to increase the frequency with which children expose themselves to

undesirable subjects in school and the enjoyment levels they possess during the activities.

1.2.4. Current Research Gap

While research has been conducted supporting the use of technology for older

students in primary and secondary school systems, very little research exists on the

effectiveness of computer applications and technology-supported practices for younger

students in early elementary school or preschool. However, children in early elementary

school and preschool represent a critical audience of technology. If disinterest in learning

can be combated when children are young, a greater propensity for learning may develop

within young people, therefore leading to greater successes in secondary education and

an overall achievement increase among future generations. To determine whether young

children respond to technological stimuli better than they do traditional learning

materials, research on the satisfaction levels of learning of students early in their primary

education must be conducted, particularly comparative research between traditional and

nontraditional learning materials.

5

CHAPTER 2

PROJECT BACKGROUND

2.1 Mercer University School of Engineering Honors Program

The Mercer University School of Engineering (MUSE) four-year Honors Program is

designed to stimulate excellence in learning among all selected participants. Throughout

their freshman year, these students collaborate to design and construct autonomous

robots. In their sophomore year, however, honors students develop a three-year personal

project plan on which they will work until graduation. These project plans encourage

cross-disciplinary work and allow students to narrow their focus to an engineering-related

area of particular interest. While faculty advisors from both MUSE and other Mercer

departments oversee their progress, students are responsible for their own projects from

conception to completion and thus gain an exceptional level of intellectual independence.

“Flashing into a Child’s Mind: The Educational Impact of Children’s Multimedia on

Learner Satisfaction” presents the work that we accomplished as MUSE honors students

over the three-year period while we completed our personal project plan.

2.2 Project Goal

The purpose of this project was to examine the role that multimedia plays in the

learner satisfaction rates of second-grade elementary school children. In particular, the

project compared the satisfaction rates produced by multimedia to those produced by

traditional worksheets in the context of a classroom setting. The learner satisfaction rate

was defined as the enjoyment level that a child experienced upon completion of a school

6

activity. The project included the creation of equivalent computer and worksheet learning

tools as well as the testing of these materials on our target audience.

2.3 Project Objectives

The following objectives guided the course of this project:

• Identify key principles for effective multimedia design for children

• Identify key theories regarding the way that children learn

• Develop an educational computer game that tests second-grade math skills

and follows accepted guidelines for effective children-based multimedia

• Develop a worksheet with math problems corresponding with the created

computer game

• Gain certification from the Institutional Review Board to perform research

using children as test subjects.

• Use the developed materials to test learner satisfaction rates of students at an

elementary school

• Analyze the difference between the satisfaction of students using each method

of learning

7

CHAPTER 3

METHODS

3.1 Creation of Testing Materials

3.1.1 Creation of an Educational Computer Game

The educational computer game, “Matheopolis,” transports children to a medieval

castle where an evil math wizard has taken over the kingdom. In order to defeat the

wizard and thus save the kingdom, players must successfully disarm the magical shields

guarding each doorway and navigate through the castle. To do so, children must solve a

mathematical challenge in each room of the castle until discovering the wizard. This

edition of Matheopolis requires the exploration of four rooms, and each mathematical

challenge consists of four addition problems, for a total of sixteen math problems in the

game. In addition to solving problems, players also collect valuable treasures in each

room. Players then choose the treasure from these items they wish to use to defeat the

wizard. These items include a magic wand, a potion, a sword, and a spell.

The creation of “Matheopolis” required the application of both the technological

skills and the theoretical knowledge surrounding children’s multimedia. Macromedia

Flash MX was chosen as the primary building tool for the game due to the program’s

accessibility and capacity for adding animation and interactivity. To learn Flash, we

enrolled in courses at Mercer such as TCO325 Multimedia as well as developed our

proficiencies through books and on-line tutorials. We enhanced our Flash abilities with

8

work in Adobe Photoshop to create realistic graphics. Actual construction of the game

lasted approximately six months.

The content of the game resulted from principles learned through researching

children’s multimedia. Prior to game development and construction, we devoted four

months to reviewing current research in this area and then identified key elements to

incorporate into the design of our own game. The following principles guided

development of our game.

First, interactivity registers very positively with children. Interactivity allows

children to “leave their footprints,” to feel like they are important [12]. Interactivity

builds on the natural tendencies of children to be curious and creative, engaging them in a

variety of ways [13]. Not only does Matheopolis allow children to type answers into the

math problems, but it also gives them the power to control the fate of the make-believe

kingdom Matheopolis. The most evident example is the user’s ability to choose which of

the collected treasures to use to defeat the wizard. Each treasure performs a different

function; thereby allowing children to experiment and find their favorite method. As

Figure 1: Using the Magic Spell Transforms the Wizard into a Flower displays, the

interactivity allows the user to adopt a positive, proactive role within the game.

Figure 1: Using the magic spell transforms the wizard into a flower.

9

Animation and sound effects are also positive design elements when developing

multimedia for children. These elements attract children’s initial attention and motivate

them to continue using a site/ product [14]. Animation significantly enhances the

element of fun within multimedia if it is done well; however, too much animation will

distract and disorient children [13]. Therefore, multimedia requires a balance of

animated and unanimated features to be effective. In addition to the finale

transformations when the wizard is defeated, “Matheopolis” uses small animations in

each of the castle’s rooms such as paintings winking or dog tails wagging. Additionally,

the boxes surrounding the math problems make noises, change sizes, and change colors

as does the swirling shields that guard the doorways.

Geographic navigation metaphors also work well. Children enjoy “pictures of

rooms, villages, 3D maps, or other simulated environments that [serve] as an overview

and entry point to various site or subsite features” [14]. For this reason, we chose a castle

as the backdrop for our game. The castle provides an adventurous front while the

floorplans, rooms, and doorways through which users must travel mimic real-life

environments. Each doorway serves as an entry point into the next level of the game.

Unlike adult audiences, children are much more likely than adults to stop and read

directions. Therefore, thorough yet easy-to-understand instructions should be used when

designing children’s games. Additionally, a "Help" button should be placed on each page

to assist children experiencing difficulty [15]. At the beginning of our game, children are

presented with the instructions. At the bottom of the screen is a question mark that serves

as a help feature, which is explained to users in the instructions.

10

Placement on the screen is crucial as most young children do not understand page

scrolling. Accordingly, the most important information should be visible without

scrolling, if scrolling is used at all [15]. Taking this into consideration, scrolling is

unnecessary when playing the game we created, unless users are viewing it on a screen

smaller than standard size.

Children also respond well to incentives used to draw them into a game. One

effective approach to creating incentives involves the use of rewards. Rewarding

children at various levels leads them to continue playing to discover what other rewards

could be awaiting them [13]. We created this sense of rewarding within our game by

having the children collect treasures following completion of the math problems.

Children are excited as they discover what type of treasure they have earned and are

anxious to see what type of treasure they can collect next; thereby motivating them to

continue play.

Characters further intrigue children interested in multimedia. A great majority of

today’s children grew up with the television, and as a result are obsessed with various

characters which they see on cartoons and even commercials. This appeal of television

characters such as Big Bird or Mickey Mouse is applied to multimedia products as well.

Characters can add a sense of fantasy and creativity to a product. They can act as guides

throughout the entire multimedia experience, becoming a source of consistency,

information, and creativity. Children tend to identify with such characters, making them

more apt to enjoy using a multimedia product [16]. In our game, the repeated wizard

reference creates a character to which children can relate, similar to the “bay guy” in the

television programs they watch.

11

Along with developing the multimedia interface for our game, we also chose the

level of math to use in the problems. As second-graders were our target audience, age

was the main determinant in choosing a general skill level to follow. Addition was

chosen as the operation of choice, and the math problems selected were set at a level of

difficulty at which the majority of second-graders should be proficient.

Prior to the comparison testing of the game and worksheet, we conducted an

informal usability test involving one second-grade child. The test user was an eight-year

old, second-grade girl, and testing took place in her home to increase her comfort level of

being observed. We tested the user’s ability to read the text in the game and to perform

the intended operations. The appropriateness of the reading level and of the time allotted

for reading was measured by having the user read aloud as she played the game. In this

way, we were able to record what portions of the game were too fast for the user to read,

and what words were too difficult for her to read. The user’s greatest reading challenge

derived from the name of the math wizard “Mathematicon.” As a result of this testing,

we rewrote the game to eliminate all uses of the wizard’s name and instead used the

phrase “math wizard” to refer to the villain. A secondary goal of the usability test was to

gauge the effectiveness of the game in engaging its intended audience. Effectiveness was

measured through observing the user playing the game and through a series of informal

qualitative questions on the users’ likes and dislikes. The user’s enthusiasm and positive

responses led us to conclude no other changes were needed to increase effectiveness.

3.1.2 Creation of Educational Worksheet

We created a worksheet using problems identical to those used in the computer

game. (For a complete copy of this worksheet, see Appendix A: Testing Material: Math

12

Worksheet.) Therefore, like the game, the worksheet contained sixteen addition

problems. The worksheet further carried out the medieval theme used in the game

through an illustration of a castle placed in the worksheet’s lower right hand corner. By

designing the worksheet to complement the game in both substance and theme, we

isolated the form in which we presented the math problems (worksheet versus game) to

be the only variable between the two testing materials.

3.2 Instituational Review Board Certification

After creating the testing materials, we gained project approval from the Institutional

Review Board for Research Involving Human Subjects (IRB). The IRB committee's

mission is protect the interests of human subjects involved in research projects conducted

by investigators affiliated with Mercer University. To prove our knowledge of testing

methods used with human subjects, we each completed the Indiana University Human

Subjects Protection Test and earned passing scores. IRB procedures further required us

to complete an application under the "Minimal Risk and Non-Invasive" research

category. We designed our test to meet the guidelines established for this type of

research and for the age of our participants (ages 6-9). Therefore, in addition to the

testing materials, we created a consent form to be distributed to parents/guardians of test

participants. For a copy of the parental permission slip, see Appendix B: Test Subject

Parental Permission Slip. We also created an assent form to be read aloud to the test

participants. For a copy of the script used in asking for assent, see Appendix C: Test

Subject Oral Assent Script. All other testing procedures were conducted in accordance

with IRB regulations.

13

3.3 Participants

Boys 41%

Girls 59%

36% (7 years)

18% (9 years) 9% (6 years)

37% (8 years)

The study took place at Montessori of Macon in Macon, Georgia. The school is the

only fully accredited Montessori education center south of Atlanta for children aged two

and one-half through fourteen years. The participants included 22 students between the

ages of six and nine. The study was originally intended for students at a second-grade

level. However, Montessori of Macon groups all children between the ages of six and

nine into one lower elementary class. Students are then allowed to work at their own

level and pace in each subject. Because of the individualized structure of the school and

in particular the individual skill levels of students in math, all 24 students within the

lower elementary class were invited to participate in the study. Parental consent was

obtained from all participants. Additionally, all participants were asked to give assent

before participating. Two students declined. Figure 2: Distribution of 22 Participants

by Gender depicts the ratio of male to female students who participated in the study.

Figure 3: Distribution of 22 Participants by Age depicts the breakup of the 22 students

who participated in the study in terms of age.

Figure 2: Distribution of 22 Participants by Gender

14

Figure 3: Distribution of 22 Participants by Age

3.4 Surveys

The study was based upon two nine-question surveys. One survey was completed

by participants who played the game (see Appendix D: Survey for Educational Game

Participants); the other was completed by participants who completed the worksheet (see

Appendix E: Survey for Educational Worksheet Participants). The surveys assured

participants of the study anonymity and encouraged participants to respond honestly as

there were no right or wrong answers. Participants took approximately one to three

minutes to complete the survey. We were available to answer questions regarding the

intended meaning of questions as well as to read aloud to participants lacking strong

vocabulary skills. The questionnaires were kept brief to avoid overwhelming the children

and all responses were written in language children themselves use.

The first section of the survey (questions 1-2) acquired participant demographic

information. This information included gender and age, thereby providing a profile for

each participant. These profiles enabled the data to be analyzed by subgroups of the

sample and allowed for comparisons between demographic groups to be made.

The second section of the survey (questions 3-5) assessed participants’ satisfaction

rates following their testing experiences. Therefore, participants who played the game

answered questions relating to one experience while participants completing the

worksheet answered questions relating to another. Questions included the following:

How fun was this [activity]?, Would you do this [activity] again?, and Would school be

more fun if you did more [activities] like this? Responses used a modified Likert scale

with answers rated from one to four. As children often wish to please adults, an even

15

number of responses were offered rather than the traditional five or seven responses so as

to prohibit children from continually choosing the middle ground.

Section three on each survey consisted of questions six through eight. These

questions were identical on both worksheets and were designed to gauge a propensity for

the level of enjoyment children place on games in general. Issues specifically addressed

included whether participants preferred worksheets or games, whether participants

preferred board games or computer games, and how often participants played board

games at home.

Section four on each survey consisted of one question, “Do you like math?” This

question was posed to account for any skewing of results that could potentially occur

because of children’s enjoyment of the subject matter rather than the enjoyment of the

mediums on which the subject matter was presented.

3.5 Procedure

Parental consent forms were collected upon arrival at Montessori of Macon. All 24

students in the lower elementary school returned the consent forms. Therefore, the

students were randomly divided into four groups of six, with no preference for gender or

age. Groups were taken to the testing room for all subsequent parts of the experiment.

The students in the first and third groupings of six formed control groups for the study,

and their satisfaction levels following completion of a worksheet were measured. The

second and fourth groupings of six formed experimental groups for the study, and their

satisfaction levels following completion of the game were measured. Testing was

conducted during school hours with one group at a time; groups not participating in

testing took part in regularly scheduled class activities.

16

The school library was used as the testing room. A long folding table was set up

along with three chairs on each side of the table. The six chairs formed the six stations

for students within the groups. Laptop computers were brought in for each station.

Additionally, external mice were brought in to facilitate easy clicking. While the

computers varied in model, each desktop background was identical and a file/icon named

game.exe was located on the middle of the screen for easy access.

After students assumed their positions at the individual stations, a moderator using a

script guided all interactions between the researchers and the students to ensure

standardization between groups. Each group’s test began with the reading of an assent

form, and children were given the option to decline to participate.

After assenting, worksheets were distributed to participants in the control group.

They were given approximately 3-7 minutes to complete the worksheet. Surveys were

distributed following the worksheets. Participants were given approximately 5 minutes to

complete the surveys.

Participants in the experimental group were given approximately 10-15 minutes to

complete playing the computer game. Surveys were distributed after they finished, and

participants were given approximately 5 minutes to complete the surveys.

17

CHAPTER 4

RESULTS AND DISCUSSION

4.1 Results

In examining the twenty-two participants’ “satisfaction scores,” the average

satisfaction rating cited by children interacting with the worksheet was 2.861 while the

average satisfaction rating cited by children interacting with the computer game was

3.533. Satisfaction scores were assigned by a Likert scale of 1-4, with high satisfaction

responses receiving a value of 4 and low satisfaction responses receiving a value of 1.

Table 1: Satisfaction Response Scale presents the possible answers for the questions by

which satisfaction was measured as well as their corresponding scale ratings.

Table 1: Satisfaction Response Scale Survey Responses

Question 3 Survey Responses

Question 4 Survey Responses

Question 5 Assigned Satisfaction

Scale Rating

Lots of fun I would really like to play/do it again.

School would be a lot better.

4

Fun I would like to play/do it again.

School would be better.

3

Okay It doesn’t matter. It would be the same.

2

Not fun I don’t want to play/do it again.

I would not like school as much.

1

18

Table 2: Satisfaction Scores of Worksheet Participants and Table 3: Satisfaction Scores

of Computer Game Participants provide a detailed satisfaction score analysis of all user

responses. As shown in these tables, satisfaction, therefore, increased 23.5% between

mediums. Furthermore, 77.3% of all participants responded that they would rather play a

game than fill out a worksheet. 86.4% of participants cited that they would rather play a

computer game than a board game.

Table 2: Satisfaction Scores of Worksheet Participants

Participant # Question 3 Question 4 Question 5 Avg.

Satisfaction 7 2.000 2.000 2.000 2.000 8 2.000 2.000 2.000 2.000 9 4.000 2.000 1.000 2.333

10 3.000 2.000 3.000 2.667 11 3.000 2.000 3.000 2.667 12 2.000 2.000 3.000 2.333 17 4.000 4.000 2.000 3.333 18 4.000 4.000 4.000 4.000 19 4.000 4.000 4.000 4.000 20 4.000 2.000 3.000 3.000 21 4.000 3.000 2.000 3.000 22 4.000 1.000 4.000 3.000

Average 3.333 2.500 2.750 2.861 Table 3: Satisfaction Scores of Computer Game Participants

Participant # Question 3 Question 4 Question 5 Avg.

Satisfaction 1 4.000 4.000 4.000 4.000 2 4.000 1.000 4.000 3.000 3 2.000 2.000 2.000 2.000 4 4.000 4.000 4.000 4.000 5 4.000 4.000 4.000 4.000 6 4.000 4.000 4.000 4.000

13 4.000 4.000 4.000 4.000 14 4.000 4.000 4.000 4.000 15 4.000 1.000 4.000 3.000 16 4.000 2.000 4.000 3.333

Average 3.800 3.000 3.800 3.533

19

4.2 Discussion

4.2.1 Discussion of Results

The hypothesis of this study was correct as children in the test groups reported

stronger satisfaction ratings after interacting with a computer game than they did after a

worksheet containing the same math problems. In addition to the 23.5% increase in self-

reported satisfaction when using computers, the study also found that when given a

choice, 77.3% of students prefer to learn using a computer. Therefore, a clear link exists

between a child’s use of a computer and his/her enjoyment of his/her learning experience.

This preference towards technology is only further enhanced by the 86.4% of children in

the study who would rather use a computer than a board game in their daily play. As

children’s expectations for their experiences to include interactivity with multimedia

grow, so too will their disappointment and dissatisfaction when activities fail to meet

these expectations. At such a critical time in development, children need to be stimulated

and motivated to learn in both the present and the future. This study indicates that

computer technology may be the needed link to put back the enjoyment in learning,

thereby securing higher levels of achievement. This study provides a firm basis for

further research into the area of multimedia and its affects on childhood learning.

4.2.2 Sources of Possible Error

Drawbacks of this study include the method of sampling. Given time and resource

constraints, this study examined the role technology plays in one specific classroom, and

therefore results are tied to that classroom rather than being representative of all

elementary school children. Future tests may include the use of a simple random sample

to increase accuracy and provide wide-spread data.

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Another possible source of error was the collection of data using the self report

method. As individuals gave their own assessment of their behaviors, problems arise

regarding honesty in their responses. While error due to self-reporting is a common issue

in any survey, the limited research involving children as test subjects escalates its

potential to influence test results. Therefore, we cannot judge to what degree data may

have been skewed by the participants’ desire to please their surveyor. Similar

discrepancies may have resulted from the small number of questions used to assess

satisfaction and the different meanings children associate with the phrases the survey’s

scale uses such as “really fun” or “okay.” The small number of participants in

conjunction with the uneven number of students in each group, which resulted from two

students declining assent at the last minute, may skew the data.

Finally, the testing materials may have contributed to error in test results. Due to

limited time and resources, a formal usability test was not conducted on either the

computer game of the worksheet. As the game we created for the study is theoretically

representative of effective child-based multimedia, a formal usability test would validate

its use as a testing material.

4.2.3 Areas for Future Research

Some areas for future research could include similar studies using a larger sample

size or different testing materials for the game and worksheet. Examining differences in

satisfaction scores between genders or other demographic groupings may also provide

influential data on how best to teach children. An in-depth analysis of cross-cultural

differences in multimedia-based satisfaction rates between American students and

students of other countries with higher average achievement levels could provide an

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interesting look at the global role technology plays in the lives of school children.

Finally, the time/satisfaction ratio involving use of technology in the classroom should be

explored to judge whether the higher satisfaction scores justify any added time required

to play a game in the place of more traditional learning methods.

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CHAPTER 5

CONCLUSION AND RECOMMENDATIONS

5.1 Project Summary

This study examined the role that multimedia plays in the learner satisfaction rates

of 22 elementary school children. In particular, the project compared the satisfaction rates

produced by an educational computer game to those produced by a traditional worksheet

in the context of a classroom setting. We created both the computer game and worksheet

to ensure the educational content in both was equivalent. We then tested these materials

inside a classroom to find the learner satisfaction rate produced by each. The learner

satisfaction rate was defined as the enjoyment level that a child experienced upon

completion of a school activity. The satisfaction rates resulting from the computer game

were 23.5% higher than the rates produced from the worksheet.

5.2 Conclusion and Recommendations

We conclude that a positive correlation between the use of educational multimedia

and learner satisfactions rates does exist. Thus, educational multimedia should be

considered as a primary means of increasing motivation and achievement inside the

classroom. We recommend, however, that further testing be conducted to include a wider

sample size and to explore such issues as the time/satisfaction ratios of multimedia-based

learning experiences.

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APPENDICES

APPENDIX A

TESTING MATERIAL: MATH WORKSHEET

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APPENDIX B

TEST SUBJECT PARENTAL PERMISSION SLIP Mercer University Engineering Honors Program Flashing into a Child’s Mind: The Educational Impact of Children’s Multimedia Date: April 15, 2005 Dear Parent or Guardian: Your child is invited to participate in a research project being conducted by Carla Paschke and Jen Paschke, senior Technical Communication majors in the Mercer University Engineering Honors Program. The purpose of this study is to gain quantifiable data regarding the satisfaction levels of children in response to various learning methods. First through third graders at Montessori of Macon are invited to participate. This study will divide participants into two groups. The first group of participants will engage with an educational computer game testing their math skills designed by Paschke and Paschke. The children will be observed throughout the testing to be followed by a short debriefing. The second group of participants will work a series of math problems using a traditional worksheet. This group will also be observed and debriefed. Testing will take place during school hours and should take no longer than 30 minutes per child. While your child will receive no direct benefit from participation in this study, his/her participation may help us better understand the role technology should play in the classroom. Following your consent, participation by your child in this study remains voluntary. Your child will also be asked to provide assent to participate and may refuse even if you consent. Your child can also refuse to answer any questions and may withdraw from the study at any time without penalty. No identifying information will be included in the data your child provides. Your signed consent form will be kept separate from the data, and nobody will be able to link your children’s responses to them. Only the age and gender of each child will be recorded with a random number being assigned to each child for identification purposes. If you have any questions about this study, you may email Carla Paschke at carla.paschke@student.mercer.edu or Jen Paschke at jennifer.paschke@student.mercer.edu. This project has been reviewed and approved by the Mercer University Institutional Review Board. …………………………………………………………………………………………………………….. I have read the information provided above and all of my questions have been answered. I voluntarily agree to the participation of my child in this study. Parent/ Legal Guardian Signature Name of Child

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APPENDIX C

TEST SUBJECT ORAL ASSENT SCRIPT Mercer University Engineering Honors Program Flashing into a Child’s Mind: The Educational Impact of Children’s Multimedia

Assent Form

Because the majority of our audience will be around seven years old, this form will be read to students rather than distributed to be signed. 1. Our names are Carla Paschke and Jen Paschke. We are students in the Engineering Honors

Program at Mercer University. 2. We are asking you to take part in this activity because we are trying to learn more about the

ways children your age like to learn. 3. If you agree to do the activity you will be solving math problems. Some of you will do it

through a computer game. Others will do it on paper. 4. You can talk this over with your parents before you decide whether or not to do this. We will

also ask your parents to give their permission for you to take part in the activity. But even if your parents say “yes” you can still decide not to.

5. If you don’t want to do this activity, you don’t have to. Remember, being in it is up to you

and no one will be upset if you don’t want to be in it or even if you change your mind later and want to stop.

6. You can ask us any questions that you have. If you have a question later that you didn’t think

of now, you can ask us later.

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APPENDIX D

SURVEY FOR EDUCATIONAL GAME PARTICIPANTS Circle your answers. There are no wrong answers! 1. Are you a boy or a girl? a. Boy b. Girl 2. How old are you? a. 6 years old b. 7 years old c. 8 years old d. 9 years old 3. How fun was this game?

a. Lots of fun b. Fun c. Okay d. Not fun

4. Would you play this game again? a. I would really like to play again. b. I would like to play again. c. It doesn’t matter. d. I don’t want to play again. 5. Would school be more fun if you played more games like this? a. School would be a lot better. b. School would be better. c. It would be the same. d. I would not like school as much. 6. If you could choose, would you rather play a game or do a worksheet? a. Play a game b. Do a worksheet 7. How often do you play computer games at home? a. A lot b. Sometimes c. Not much d. Never 8. Which type of game would you rather play? a. Computer game b. Board game 9. Do you like math?

a. I really like it. b. I like it. c. It’s okay. d. I don’t like it.

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APPENDIX E

SURVEY FOR EDUCATIONAL WORKSHEET PARTICIPANTS Circle your answers. There are no wrong answers! 1. Are you a boy or a girl? a. Boy b. Girl 2. How old are you? a. 6 years old b. 7 years old c. 8 years old d. 9 years old 3. How fun was this worksheet?

a. Lots of fun b. Fun c. Okay d. Not fun

4. Would you do this worksheet again? a. I would really like to do it again. b. I would like to do it again. c. It doesn’t matter. d. I don’t want to do it again. 5. Would school be more fun if you did more worksheets like this? a. School would be a lot better. b. School would be better. c. It would be the same. d. I would not like school as much. 6. If you could choose, would you rather play a game or do a worksheet? a. Play a game b. Do a worksheet 7. How often do you play computer games at home? a. A lot b. Sometimes c. Not much d. Never 8. Which type of game would you rather play? a. Computer game

b. Board game 9. Do you like math?

e. I really like it. f. I like it. g. It’s okay. h. I don’t like it.

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1.1 Introduction1.2.1 Problem: Disinterest in Learning1.2.2 Combating Disinterest Within the Classroom Through Mot1.2.3. Computer Games Foster Motivation to Learn1.2.4. Current Research Gap